![]() ![]() Unfortunately, the objective assessments currently available for ADHD are of limited use in clarifying the diagnosis, including neuropsychological tests (which have a low strength of evidence 14) as well as EEG and neuroimaging (for which the evidence remains insufficient 14). The basis for the guidelines is best understood in the context of both its diagnostic and treatment history. 12 However, in the DSM-5, the subtypes are now referred to as “presentations” to denote that an individual’s subcategorization is not necessarily fixed across the life span but can shift with age and development. 10 In the DSM-IV, 11 it was further categorized into 3 subtypes, inattentive, hyperactive/impulsive, and combined (involving both inattentive and hyperactive/impulsive domains), which remain the subcategories in the recently published DSM-5. 6 In 1980, because of the studies of Virginia Douglas and others, 7, 8 the primary impairment shifted from hyperactivity to inattention, as reflected in the name change to attention-deficit disorder in the DSM-III, 9 and then to attention deficit/hyperactivity disorder in the DSM-III-Revised. #Adhd organizational software categories manual#The change was reflected in the psychiatric classification system, the Diagnostic and Statistical Manual of Mental Disorders, Second Edition (DSM-II), in which it was called hyperkinetic reaction of childhood disorder. ![]() The American Academy of Pediatrics ADHD guidelines were initially developed to help primary care clinicians address the needs of their patients with ADHD and were further refined with the second revision in 2019.Īs the association with brain damage became less prominent as the cause of ADHD, the name was revised to be more behaviorally descriptive. Further enhancement of electronic systems to facilitate family, school, and provider communication can improve monitoring of ADHD symptoms and functional performance. Improved communication between patients and their families, primary and mental health providers, and school personnel is necessary for effective ADHD treatment. Successful treatment of most individuals requires ongoing adherence to the therapy. The availability of only symptomatic treatments places ADHD in the same category as other chronic conditions such as diabetes and asthma. ![]() Both medication and behavioral interventions are symptomatic treatments. Likewise, behavioral interventions in the form of parent training and classroom programs have demonstrated robust efficacy during the same time period. Medications, and particularly stimulant medication, have undergone rigorous studies to document their efficacy dating back to the 1970s. The observance of specific behaviors in multiple settings have remained the most successful method for diagnosing the condition, and although there are differences in specific areas of the brain, and a high heritability estimate (∼76%), they are not diagnostically specific. Attention-deficit/hyperactivity disorder (ADHD) is the most common behavioral condition and the second most common chronic illness in children. ![]()
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